From competition to social interaction: a mobile team-based competition approach to promoting students’ professional identity and perceptions

References

• Abeele, V. V., & De Schutter, B. (2010). Designing intergenerational play via enactive interaction, competition and acceleration. Personal Ubiquitous Computing, 14(5), 425–433. https://doi.org/10.1007/s00779-009-0262-3
   Web of Science ®Google Scholar
• AbuSeileek, A. F. (2012). The effect of computer-assisted cooperative learning methods and group size on the EFL learners’ achievement in communication skills. Computers & Education, 58(1), 231–239. https://doi.org/10.1016/j.compedu.2011.07.011
   Web of Science ®Google Scholar
• Ahmad, M. A. K. B. A., & Yunus, M. M. (2019). A collaborative learning intervention module to improve speaking fluency. International Journal of Scientific Technology Research, 8(12), 1834–1838.
   Google Scholar
• Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
   Web of Science ®Google Scholar
• Burford, B., Carter, M., Morrow, G., Rothwell, C., Illing, J., & McLachlan, J. (2011). Progress report for study 2—developing of quantitative approaches to professionalism. School of Medicine Health, Durham University.
   Google Scholar
• Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566–575. https://doi.org/10.1016/j.compedu.2010.02.018
   Web of Science ®Google Scholar
• Chang, S. C., Hwang, G. J., Tsai, C. C., & Liang, J. C. (2014, July 7-10). An experiment of a mobile competition game for investigating students’ interests in learning local culture. 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 154–156). IEEE. Paper presentation.
   Google Scholar
• Charitonos, K., Blake, C., Scanlon, E., & Jones, A. (2012). Museum learning via social and mobile technologies: (How) can online interactions enhance the visitor experience? British Journal of Educational Technology, 43(5), 802–819. https://doi.org/10.1111/j.1467-8535.2012.01360.x
   Web of Science ®Google Scholar
• Chen, S. Y., & Chang, Y. M. (2020). The impacts of real competition and virtual competition in digital game-based learning. Computers in Human Behavior, 104, 106–171. https://doi.org/10.1016/j.chb.2019.106171
   Web of Science ®Google Scholar
• Chen, C.-H., & Hwang, G.-J. (2017). Effects of the team competition-based ubiquitous gaming approach on students’ interactive patterns, collective efficacy and awareness of collaboration and communication. Educational Technology & Society, 20(1), 87–98.
   Web of Science ®Google Scholar
• Cheng, K.-W., & Chen, Y.-F. (2008). Effects of cooperative learning in a college course on student attitudes toward accounting: A quasi-experimental study. International Journal of Management, 25(1), 111.
   Google Scholar
• Cole, H., & Griffiths, M. D. (2007). Social interactions in massively multiplayer online role-playing gamers. Cyberpsychology Behavior, 10(4), 575–583. https://doi.org/10.1089/cpb.2007.9988
   PubMedGoogle Scholar
• Collie, R. J., Granziera, H., & Martin, A. J. (2019). Teachers’ motivational approach: Links with students’ basic psychological need frustration, maladaptive engagement, and academic outcomes. Teaching and Teacher Education, 86, 102872. https://doi.org/10.1016/j.tate.2019.07.002
   Web of Science ®Google Scholar
• Davidson, N., Major, C. H., & Michaelsen, L. K. (2014). Small-group learning in higher education—cooperative, collaborative, problem-based, and team-based learning: An introduction by the guest editors. Journal on Excellence in College Teaching, 25(3&4), 1–6.
   Google Scholar
• Elby, A., & Hammer, D. (2010). Epistemological resources and framing: A cognitive framework for helping teachers interpret and respond to their students’ epistemologies. Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice, 4(1), 409–434. https://doi.org/10.1017/CBO9780511691904.013
   Google Scholar
• Endres, M. L., & Chowdhury, S. (2019). Team and individual interactions with reciprocity in individual knowledge sharing. In Effective knowledge management systems in modern society (pp. 123–145). IGI Global.
   Google Scholar
• Fu, F.-L., Wu, Y.-L., & Ho, H.-C. (2009). An investigation of coopetitive pedagogic design for knowledge creation in web-based learning. Computers & Education, 53(3), 550–562. https://doi.org/10.1016/j.compedu.2009.01.004
   Web of Science ®Google Scholar
• Hasan, H., Linger, H., Chen, A., Lu, Y., & Wang, B. (2016). Enhancing perceived enjoyment in social games through social and gaming factors. Information Technology & People, 29(1), 99. https://doi.org/10.1108/ITP-08-2015-0200
   Web of Science ®Google Scholar
• Hemmi, A., Narumi-Munro, F., Alexander, W., Parker, H., & Yamauchi, Y. (2014). Co-evolution of mobile language learning: Going global with games consoles in higher education. British Journal of Educational Technology, 45(2), 356–366. https://doi.org/10.1111/bjet.12041
   Web of Science ®Google Scholar
• Hongke, L. (2014). A practice study on the informatization of primary school Chinese curriculum from the perspective of edutainment. Journal of Education and Learning, 3(1), 27–33. https://doi.org/10.5539/jel.v3n1p27
   Google Scholar
• Hsia, L.-H., Huang, I., & Hwang, G.-J. (2016). Effects of different online peer-feedback approaches on students’ performance skills, motivation and self-efficacy in a dance course. Computers & Education, 96, 55–71. https://doi.org/10.1016/j.compedu.2016.02.004
   Web of Science ®Google Scholar
• Huang, R., Chen, G., Yang, J., & Loewen, J. (2013). The new shape of learning: Adapting to social changes in the information society. In Reshaping learning (pp. 3–42). Springer.
   Google Scholar
• Huang, W.-H., Huang, W.-Y., & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55(2), 789–797. https://doi.org/10.1016/j.compedu.2010.03.011
   Web of Science ®Google Scholar
• Hwang, G.-J., & Chang, S.-C. (2016). Effects of a peer competition-based mobile learning approach on students’ affective domain exhibition in social studies courses. British Journal of Educational Technology, 47(6), 1217–1231. https://doi.org/10.1111/bjet.12303
   Web of Science ®Google Scholar
• Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023–1031. https://doi.org/10.1016/j.compedu.2010.12.002
   Web of Science ®Google Scholar
• Hwang, M.-Y., Hong, J.-C., Cheng, H.-Y., Peng, Y.-C., & Wu, N.-C. (2013). Gender differences in cognitive load and competition anxiety affect 6th grade students’ attitude toward playing and intention to play at a sequential or synchronous game. Computers & Education, 60(1), 254–263. https://doi.org/10.1016/j.compedu.2012.06.014
   Web of Science ®Google Scholar
• Hwang, G.-J., Shi, Y.-R., & Chu, H.-C. (2011). A concept map approach to developing collaborative Mindtools for context-aware ubiquitous learning. British Journal of Educational Technology, 42(5), 778–789. https://doi.org/10.1111/j.1467-8535.2010.01102.x
   Web of Science ®Google Scholar
• Hwang, G.-J., Yang, T.-C., Tsai, C.-C., & Yang, S. J. H. (2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers & Education, 53(2), 402–413. https://doi.org/10.1016/j.compedu.2009.02.016
   Web of Science ®Google Scholar
• Kalina, C., & Powell, K. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241–250.
   Google Scholar
• Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20(1). https://doi.org/10.3402/rlt.v20i0.14406.
   Google Scholar
• Kuo, F.-R., Hwang, G.-J., & Lee, C.-C. (2012). A hybrid approach to promoting students’ web-based problem-solving competence and learning attitude. Computers & Education, 58(1), 351–364. https://doi.org/10.1016/j.compedu.2011.09.020
   Web of Science ®Google Scholar
• Lai, C. L., & Hwang, G. J. (2014). Effects of mobile learning time on students’ conception of collaboration, communication, complex problem–solving, meta–cognitive awareness and creativity. International Journal of Mobile Learning Organisation, 8(3-4), 276–291. https://doi.org/10.1504/IJMLO.2014.067029
   Google Scholar
• Lee, C. D., & Smagorinsky, P. (2000). Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry. Learning in doing: Social, cognitive, and computational perspectives. Cambridge University Press.
   Google Scholar
• Lin, C.-P., Wang, Y.-J., Tsai, Y.-H., & Hsu, Y.-F. (2010). Perceived job effectiveness in coopetition: A survey of virtual teams within business organizations. Computers in Human Behavior, 26(6), 1598–1606. https://doi.org/10.1016/j.chb.2010.06.007
   Web of Science ®Google Scholar
• Lipponen, L. (2002). Exploring foundations for computer-supported collaborative learning [Paper presentation]. CSCL (Vol. 2, pp. 72–81).
   Google Scholar
• McCubbins, O. P., Paulsen, T. H., & Anderson, R. (2019). Conceptualizing the integration of team-based learning into a Capstone Farm management course: Advice from Larry Michaelsen. NACTA Journal, 63(2).
   Google Scholar
• Park, H.-R., Kim, C.-J., Park, J.-W., & Park, E. J. C. (2015). Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject. Collegian Journal of the Royal College of Nursing Australia, 22(3), 299–305. https://doi.org/10.1016/j.colegn.2014.05.001
   PubMed Web of Science ®Google Scholar
• Salas, E., Sims, D. E., & Burke, C. S. (2005). Is there a “big five” in teamwork? Small Group Research, 36(5), 555–599. https://doi.org/10.1177/1046496405277134
   Web of Science ®Google Scholar
• Salvador, A., & Costa, R. (2009). Coping with competition: Neuroendocrine responses and cognitive variables. Neuroscience Biobehavioral Reviews, 33(2), 160–170. https://doi.org/10.1016/j.neubiorev.2008.09.005
   PubMed Web of Science ®Google Scholar
• Sanchez, J., & Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers & Education, 57(3), 1943–1952. https://doi.org/10.1016/j.compedu.2011.04.012
   Web of Science ®Google Scholar
• Schellens, T., & Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21(6), 957–975. https://doi.org/10.1016/j.chb.2004.02.025
   Web of Science ®Google Scholar
• ShibleyJrI. A., & Zimmaro, D. M. (2002). The influence of collaborative learning on student attitudes and performance in an introductory chemistry laboratory. Journal of Chemical Education, 79(6), 745. https://doi.org/10.1021/ed079p745
   Web of Science ®Google Scholar
• Tan, G. W.-H., Ooi, K.-B., Leong, L.-Y., & Lin, B. (2014). Predicting the drivers of behavioral intention to use mobile learning: A hybrid SEM-neural networks approach. Computers in Human Behavior, 36, 198–213. https://doi.org/10.1016/j.chb.2014.03.052
   Web of Science ®Google Scholar
• Walan, S., & Mc Ewen, B. (2018). Teachers’ and principals’ reflections on student participation in a school science and technology competition. Research in Science & Technological Education, 36(4), 391–412. https://doi.org/10.1080/02635143.2017.1420644
   Web of Science ®Google Scholar
• Wang, H.-Y., & Hwang, G.-J. (2018). A collaborative WebQuest approach to improving students’ learning achievement in a computer course. Retrieved May 17.
   Google Scholar
• Wertsch, J. V. (2008). From social interaction to higher psychological processes. Human Development, 51(1), 66. https://doi.org/10.1159/000112532
   Web of Science ®Google Scholar
• Wu, C. H., Hwang, G. J., Kuo, F. R., & Huang, I. (2013). A mindtool-based collaborative learning approach to enhancing students’ innovative performance in management courses. Australasian Journal of Educational Technology, 29(1), 128–142. https://doi.org/10.14742/ajet.163
   Web of Science ®Google Scholar
• Yazan, B. (2019). Toward identity-oriented teacher education: Critical autoethnographic narrative. TESOL Journal, 10(1), e00388. https://doi.org/10.1002/tesj.388
   Web of Science ®Google Scholar